Active Learning: Transformation Level

(9-12 Lesson)

All About the Cell
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Grade Level
9-12
Classroom Configuration
  • Small group, using classroom computers or mobile laptops as rotating stations, and
  • One to one, using classroom computers or mobile laptops as rotating stations, or
  • iPads, one for every two students
Arizona State Content Standards
  • Science
    • Strand 1: Inquiry process
      • Concept 1: Observations, Questions, and Hypotheses
        • PO 1: Evaluate scientific information for relevance to a given problem.
        • PO 2: Develop questions from observations that transition into testable hypotheses.
        • PO 3: Formulate a testable hypothesis.
        • PO 4: Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring).
      • Concept 2: Scientific Testing (Investigating and Modeling)
        • PO 1: Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all science inquiry.
        • PO 2: Identify the resources needed to conduct an investigation.
        • PO 3: Design an appropriate protocol (written plan of action) for testing a hypothesis:
          1. Identify dependent and independent variables in a controlled investigation.
          2. Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes, spectrophotometer, using qualitative changes).
          3. Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts, computers/calculators).
        • PO 4: Conduct a scientific investigation that is based on a research design.
        • PO 5: Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers.
      • Concept 3: Analysis, Conclusions, and Refinements
        • PO 1: Interpret data that show a variety of possible relationships between variables, including: positive relationship, negative relationship, no relationship
        • PO 2: Evaluate whether investigational data support or do not support the proposed hypothesis.
        • PO 3: Critique reports of scientific studies (e.g., published papers, student reports).
        • PO 4: Evaluate the design of an investigation to identify possible sources of procedural error, including:
          1. Sample size
          2. Trials
          3. Controls
          4. Analyses
        • PO 5: Design models (conceptual or physical) of the following to represent "real world" scenarios:
          1. Carbon cycle
          2. Water cycle
          3. Phase change
          4. Collisions
        • PO 6: Use descriptive statistics to analyze data, including:
          1. Mean:
          2. Frequency
          3. Range
        • PO 7: Propose further investigations based on the findings of a conducted investigation.
    • Strand 4: Life Science
      • Concept 1: The Cell
        • PO 1: Describe the role of energy in cellular growth, development, and repair.
        • PO 2: Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.
        • PO 3: Explain the importance of water to cells.
        • PO 4: Analyze mechanisms of transport of materials (e.g., water, ions, macromolecules) into and out of cells:
          1. Passive transport
          2. Active transport
        • PO 5: Describe the purposes and processes of cellular reproduction.
  • Math
    • Strand 2: Data Analysis, Probability and Discrete Mathematics
      • Concept 1: Data Analysis
        • PO 1: Draw inferences about data sets from lists, tables, matrices, and plots.
        • PO 2: Organize collected data into an appropriate graphical representation with or without technology.
        • PO 3: Display data, including paired data, as lists, tables, matrices, and plots with or without technology; make predictions and observations about patterns or departures from patterns.
        • PO 4: Make inferences by comparing data sets using one or more summary statistics.
        • PO 5: Determine which measure of center is most appropriate in a given situation and explain why.
        • PO 6: Evaluate the reasonableness of conclusions drawn from data analysis.
        • PO 7: Identify misrepresentations and distortions in displays of data and explain why they are misrepresentations or distortions.
        • PO 8: Design simple experiments or investigations and collect data to answer questions.
      • Concept 2: Probability
        • PO 1: Make predictions and solve problems based on theoretical probability models
        • PO 2: Determine the theoretical probability of events, estimate probabilities using experiments, and compare the two.
        • ( College work readiness) PO 1: Apply probability concepts to calculate the probability of events and to make informed decisions in practical situations.
        • ( College work readiness) PO 3: Estimate probabilities and predict outcomes using one-and two-variable data
Arizona Educational Technology Standards (2009)
  • Strand 1: Creativity and Innovation
    • Concept 4: Original Works
      • PO 1: Create innovate products or projects using digital tools to express original ideas.
      • PO 2: Use digital collaborative tools to synthesize information, produce original works and express ideas.
  • Strand 2: Communication and Collaboration
    • Concept 1: Effective Communications and Digital Interactions
      • PO 2: Communicate information and ideas respectfully and effectively to multiple audiences using a variety of digital environments.
    • Concept 2: Digital Solutions
      • PO 1: Communicate and collaborate for the purpose of producing original works or solving problems.
  • Strand 3: Research and Information Literacy
    • Concept 1: Planning
      • PO 1: Identify and defend effective key words, phrases and strategies for conducting information searches.
      • PO 2: Evaluate diverse information sources.
    • Concept 2: Processing
      • PO 1: Locate and synthesize information utilizing advanced search strategies including a variety of search engines metadata search engines, deep web searches and databases.
      • PO 3: Evaluate information identifying facts, opinions, bias, inaccurate and misleading information by analyzing multiple sources.
      • PO 4: Synthesize research information to create new understanding and innovative solutions.
      • PO 5: Apply ethical use of information and media by respecting the principles of copyrights, intellectual freedom, and property rights, using information and media technology responsibly and citing resources appropriately.
  • Strand 4: Critical Thinking, Problem Solving, Decision Making
    • Concept 1: Investigation
      • PO 1: Write essential questions to investigate a complex (multi-step) issue using digital stools and resources.
    • Concept 2: Exploring Solutions
      • PO 1: Plan and manage an individual learning project that collects multiple data sets from diverse sources creating planning adjustments and course corrections from the knowledge gained.
  • Strand 6: Technology Operations and Concepts
    • Concept 2: Applications
      • PO 3: Use spreadsheets to calculate, graph, organize and present data in a variety of real-world settings.
Objectives
  • Students will apply knowledge of Life Science concepts to new learning as they:
    • Establish essential questions, develop questions & hypotheses, conduct experiments, gather their data and interpret the data around The Cell.
    • Journal their process and findings in a blog.
    • Create graphs or graphic representation of findings using digital tools.
    • Conduct research around their assigned topic using Internet search engines.
    • Communicate within their groups during their work using a collaborative tool.
    • Create a multi-media presentation communicating the findings, through the use of podcasting, screen casting, enhanced podcasts, or multi-media presentation tools. Students choose their technology tools.
Procedure
  1. Teacher will conduct a KWL in the form of an ietherpad.com event in the classroom where students post ideas as a group on the collaborative space. The topic is: The Cell: What do you know about the cell?
  2. Teacher shows the Discovery Education Video Clip: The Cell, to gain some background knowledge of this topic.
  3. Students can go to this site to get ideas for investigations: Cellular Respiration and Photosynthesis
  4. Teacher will guide students in the process of establishing essential questions about the cell.
    1. Sample essential questions:
      1. What is the role of energy in cellular growth, development, and repair?
      2. How does the form and function of prokaryotic compare with the form and function of eukaryotic cells and their cellular components?
      3. Why is water important to cells?
      4. What is the process of active and passive transport of materials (e.g., water, ions, macromolecules) into and out of cells?
      5. What are the purposes and processes of cellular reproduction?
  5. Teacher groups students in teams.
  6. Each team will investigate a different essential question, to differentiate the activity by interest.
    1. Using Google Squared, and other search engines or strategies, students will conduct research around their assigned topic
  7. Each group will begin to blog or post their essential question.
  8. Students now work with their team to develop a hypothesis.
  9. Using collaborative practices, students, in their groups, will create an investigation or experiment, based on the KWL chart created and the desired learning.
  10. Students journal their process during the investigation, using images, audio, and text.
  11. Students will collect data and chart information using digital charts.
  12. Through discussion and analysis, teams come to consensus about the manner in which the learning is shown.
  13. Groups create a digital multi–media presentation of students' choice, with approval of teacher.
Materials
Assessment
  • Students will assess their learning through the creation of rubrics. Teacher will assess, several times during activity, through anecdotal observation. Additionally, rubrics used for the graph, blog and presentation all serve as evidence that the students understood the material.
TIM - Active: Transformation
Northern Arizona University